Entrepreneurship education is renowned for its practical significance and its role in expediting the economic wellbeing of the global economy. Entrepreneurship education is principally an applied subject that links current business practices with academic theory. Entrepreneurial pedagogy and practices are increasingly being adopted in non-business subjects like science, technology, engineering, and mathematics (STEM). However, one must question whether teachers are equipped with the necessary skills and confidence to teach entrepreneurship education in the classroom, and thus whether they are able to prepare students to become enterprising leaders of the future. This chapter examines the perceived capabilities, knowledge, and understanding of entrepreneurship education in a sample of 30 high school teachers located in Victoria, Australia. Employing a participatory action research methodology, the reported study investigated teachers’ attitudes towards incorporating the development of students’ enterprise skills in their lessons and extracurricular activities. This involved testing entrepreneurship skills, capabilities, and mindset using online surveys. Two surveys were issued: one prior to a half-day workshop intervention and one post the workshop. Based on the results of this study, we propose several recommendations for STEM teacher training to enhance entrepreneurship education in the classroom. Advice is also provided to principals for adopting this approach school-wide.